Strategic staffing models and the perceived value of paid teacher residencies: a convergent mixed-methods study

Purpose This convergent mixed-methods study identifies effective strategic staffing practices that districts currently use to support paid residencies and examines the benefits these models provide for both residents and districts. This study seeks to identify opportunities to strengthen and scale sustainable residency models. Design/methodology/approach This study collects data from five districts partnering with one university in a year-long teacher residency program. The researchers integrate qualitative data from focus group interviews with quantitative data from multiple-choice and scaled survey items. Using a convergent analysis approach, the study identifies themes aligned with the research questions and compares patterns across data sources. Findings Participants in this study overwhelmingly report positive perceptions of paid residencies and the strategic staffing models that support them. The integrated analysis of qualitative and quantitative data yields five key themes: (1) strategic staffing models as organizational innovation, (2) contributions to campus operations, (3) development of teacher versatility and readiness, (4) increased commitment through compensation, and (5) infrastructure needed for sustainability. Originality/value This study examines district-level strategic staffing practices for paid teacher residencies, identifying replicable models and sustainability considerations that offer actionable guidance for districts, educator preparation programs, and policymakers.